The Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study.

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dc.contributor.advisorPaola Sztajn, Chairen_US
dc.contributor.advisorAllison McCulloch, Memberen_US
dc.contributor.advisorErnest Stitzinger, Memberen_US
dc.contributor.advisorKaren Hollebrands, Memberen_US
dc.contributor.advisorPeter Holt Wilson, Inter-Institutionalen_US
dc.contributor.authorMyers, Marrielleen_US
dc.date.accepted2014-07-24en_US
dc.date.accessioned2014-07-25T09:30:15Z
dc.date.available2014-07-25T09:30:15Z
dc.date.defense2014-06-17en_US
dc.date.issued2014-06-17en_US
dc.date.released2014-07-25en_US
dc.date.reviewed2014-06-23en_US
dc.date.submitted2014-06-17en_US
dc.degree.disciplineMathematics Educationen_US
dc.degree.leveldissertationen_US
dc.degree.nameDoctor of Philosophyen_US
dc.identifier.otherdeg3600en_US
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.16/9654
dc.rightsen_US
dc.titleThe Use of Learning Trajectory Based Instruction (LTBI) in Supporting Equitable Teaching Practices in Elementary Classrooms: A Multi-Case Study.en_US

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